health10 tg u1
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D E P E
D C O P
Y10
Department of EducationRepublic of the Philippines
This book was collaboratively developed and reviewed by
educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of
Education at [email protected].
We value your feedback and recommendations.
Health
Teacher’s GuideUnit 1
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Physical Educationand Health – Grade 10Teacher’s Guide First Edition 2015ISBN:
Republic Act 8293, section 176 states that: No copyright shall subsist in any workof the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.Such agency or office may, among other things, impose as a condition the payment ofroyalties.
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Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhD
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig CityPhilippines 1600
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Development Team of the Teacher’s Guide
Consultant: Grace Reyes-Sumayo and Hercules Callanta
Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap,
Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia
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Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. Crausus
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INTRODUCTION
As a teacher, you are faced with greater demands for quality and the
challenge to impart the necessary 21
st
century skills to your students. Youstart searching for ways to better understand your teaching style and changeyour perspective to address the pressing demands of attaining good qualityeducation. You make it your goal to provide concrete learning experiences foryour students. And for you to carry this out, you integrate into your lessonplan effective teaching strategies, meaningful learning tasks and assessmentto achieve the intended learning outcomes.
As designed, this module intends to give you a clear direction on howto deliver procedures and instructions with great confidence, and the differentdynamic approaches in your teaching-learning process. Similar to the
learner’s material, this module follows the same instructional design but theapproach relies on how you will implement the different learning tasks foundin the learner’s material. Furthermore, each activity is provided with keyanswers to guide you in the assessment process.
The essential things that you will need to face the challenges and meetyour goal are found in this module. All that is needed is to ensure its efficacyin the classroom so that your learner’s engagement in the learning process will continue in the never-ending journey of self-learning. So let’s get startedand make some difference in the lives of your students.
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HEALTHUnit 1: Consumer Health .............................................................................................. 217Overview .................................................................................................................... 218Learning Competencies ............................................................................................ 219Pre-Assessment ........................................................................................................ 219Post-Test ................................................................................................................... 229References ............................................................................................................... 232
Table of Contents
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1
Unit 1: Active Recreation
(Sports)
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Module No.: 1 Lesson: 1 Number of Sessions: 8
Part I: Dening Learning Outcomes Grade Level Standard
Grade Level Standard:
Content StandardPerformance
StandardLearning Competencies
The learner...
• demonstrates
understanding
of lifestyle
and weight
management
to promotesocietal tness
The learner...
• maintains an
active lifestyle
to inuence the
participation of
the community
and societyin physical
activities
The learner...
• describes the meaning and
importance of managing lifestyle
and weight
• determines risk factors for lifestyle
diseases (obesity, diabetes, heartdisease)
• determines physiologic and
physical signs and symptoms
calling for lifestyle and weight
management
• undertakes physical activity and
physical tness assessments
• assesses eating habits based onthe Philippine Food Pyramid/My
Food Plate
• engages in moderate to vigorous
physical activities
• applies correct techniques to
minimize risk of injuries
• monitors periodically one’s
progress towards the tness goals
• analyzes the effects of media and
technology on tness and physical
activity
• critiques media information on
tness and physical issues
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Content StandardPerformance
StandardLearning Competencies
• expresses a sense of purpose and
belongingness by participating in
community services and programs
that deal with physical activity
• advocates society efforts to
increase participation in physical
activities and improve nutrition
practices
Part II: Planning for Assessment
Product/PerformancesAssessment at the Level
of Understanding
Assessment at the
Level of Performance
Community Outreach
Program
Explanation
Justify the importance of
active recreation in one’s
tness
Interpretation
Characterize a healthy
person.
ApplicationParticipate in recreational
activities that are present
in the community
Perspective
Share view on active
recreation as a lifelong
activity
Self-knowledge
Assess level ofunderstanding on active
recreation
Conduct of the
community
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Part III: Planning for Teaching and Learning
I. IntroductionWhat activities make up your day? Do
you spend time being active? Which typeof food do you usually eat? Do you eat just
anything you want?
Do you know that the things youdo on a daily basis contribute a lot toyour health? Yes, the things that you dolike your daily routines, physical activities,and eating practices can make you eitherhealthier or can also put you at risk even atyour young age.
At any age, health should beprioritized through proper management of lifestyle and weight. One can participate
in physical activities and may modify eating habits. As a member of the society,you should give importance to your health. The value you give to your health is ofsignicance not only to you but to the society as well. Remember, a healthy individualis a productive individual.
For you to become familiar with lifestyle and weight management, this modulewill help you take positive steps to have a healthier lifestyle through active recreation.The activities are enjoyable and offer satisfaction to enhance the quality of your life.You will understand the importance of taking care of your health through physicalactivities and proper eating habits. You will also understand that lifestyle and weightmanagement will enhance not just your personal tness but your family’s tness andthe society’s tness as well! So get involved and be part of the world of ACTIVERECREATION!
II. Diagnostic / Pre-Assesment
Read the statements carefully and put a check mark (P) on the statements
that apply to you.
_____
1. I engage in physical
activities for at least 30
minutes several days a
week.
_____
4. I take care of the
environment by doing small
deeds such as throwing my
trash into the trash bin.
_____
2. I engage in physical
activities that challenge
my heart rate.
_____ 5. I do warm-up, stretching,
and cool-down exercises.
_____
3. I do not stress myself
about schoolwork
deadlines.
_____
6. I assess my physical tness
level and my participation in
physical activities.
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_____ 7. I make sure I have my
own personal time. _____
12. I wear a seatbelt whenever
I occupy the front seat of a
car.
_____ 8. I am conscientious withwhat I eat. _____ 13. I have a rst aid kit handyand I know how to use it.
_____
9. I try to eat vegetables
and fruits as much as I
can.
_____ 14. I always nd time to do
leisure activities.
_____ 10. I take note of what food
labels say. _____
15. I manage my time well,
allotting ample time for
schoolwork, leisure, and
rest.
_____
11. I do not easily fall for
fads and hypes on TV
about tness, health,
and nutrition.
_____
16. I spend quality time with
family, friends, and others in
my social circle.
Let’s see how you scored in the pre-assessment. Count the number of
check marks (P) to know your Healthy Lifestyle Assessment rating.
Excellent 13-16
Good 9-12
Fair 5-8Needs improvement 0-4
Evaluate your results. Does your lifestyle prove to be benecial or
detrimental to your overall health? Take note of your daily habits for these have
great effects. At the end of the module, it is expected that the number of your check
marks (P) will be more than your results in this pre-assessment.
INSTRUCTIONAL ACTIVITIES
Part I What to KNOW
This is the part where the learners will gain knowledge
on various activities that deals with being t. They will be
provided with activities that will assess what they know,
stimulate their interest, and elevate their understanding and
level of excitement in the various topics. This part of the
module will help them get started and prepare them for the
succeeding parts.
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Activity 1: WARM YOU UPThis activity prepares the body for strenuous physical activity
I. Objective:Prepare learners for physical activity using general or sports-specic warm upexercises
II. Procedure:1. Let learners choose a partner.2. Ask learners to do light jogging around the venue to gradually elevate their
heart rate.3. Ask them to stretch their legs, arms, back, and neck for several minutes.
The time allotted to properly warm up the body can spell the difference betweenperforming well and getting oneself injured. Learners should spend about 5-10 minuteson warm up routine. Learners should execute either general warm-up exercises like jogging or running, or sports-specic warm-up exercises by using the movements that
will be used in the actual physical activity.
Sample Warm up Exercises
Ehs.utoronto.ca
Make warm-up sessions interesting for the learners. You can come up
with games or activities that make use of locomotor movements like running or
jogging, or specic movements in sports.
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Introduce the next activity by giving a leading question on the concept of
lifestyle. What type of lifestyle do you have?
Activity 2: WHAT IS IT FOR YOU?
In this activity, learner’s prior knowledge about lifestyle and weight
management will be assessed.
I. Objective:
Discuss the meaning of lifestyle and the importance of lifestyle factors
II. Materials/Equipment:
• manila paper
• masking tape
• pen
• activity notebook
III. Procedure:
1. Group learners into ve to eight members each. (Consider the number of
learners in groupings. You can have more number of members per group to
accommodate everybody.)
2. Show the Lifestyle concept map. Ask learners to write words associated
with “Lifestyle” inside the circles. Explain that they may add more circles if
necessary. Ask them to do this in their activity notebook.
3. Focus the discussion on the following:
• Describe the words given.
• What were the words commonly given by the group? Why do you
think these words were given?• What words were mentioned only once? Are these words important?
4. Ask the groups to dene “Lifestyle” based on the word/s given by each
member.
5. Ask a group representative to present their denition in class in 3 minutes.
(Time may vary.)
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Examples of words that they may associate with “lifestyle” are nutrition/food,
exercise, sports, rest and sleep, smoking, and drinking. They may write other words;
the important thing is that the learners should be able to connect these words with
“lifestyle.” Help them make this connection. Elaborate on the importance of the words
they write.
Your lifestyle is of utmost importance. Everything you do whether good or badhas an effect on your health. Your lifestyle involves a lot of aspects like the physicalactivities you engage in, the food you eat, the daily habits you observe, the choicesyou make as a consumer, and many others. These different aspects of your lifestyle
affect your overall health. Therefore, it is a must that you give attention to these factorsfor you to become a healthier individual.
What aspects of your lifestyle do you think you should be more attentive to?Why do you think so?
Introduce the next activity by challenging their vocabulary. What words
or concepts come to mind when they hear the word “weight”?
Activity 3: RACE TO CONNECT
In this activity, the relationship between lifestyle and weight management willbe discussed.
I. Objective:
Discuss the connections between lifestyle and weight management
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II. Materials/Equipment:• manila paper • masking tape• chairs
• words and pictures posted on chairs
Examples of words and pictures
Nutrition/Food Physical Activity/Exercise
junk foodrunning
vegetables exercising
fruits weight training
III. Procedure:1. Divide learners into groups of ve to eight members each.2. Give these instructions to the learners:
a. Each group races to stand behind the chair with the word that they think
signicantly connects weight to lifestyle. Only one group can occupy a
chair. Groups could switch places until the signal to stay is given.
b. Discuss your group’s choice of word or picture. Categorize your choice:
Is it about nutrition/food, or physical activity/exercise?
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Make sure to explain clearly and extensively the connections between“weight” and “lifestyle” using the different words and pictures. Emphasize thattheir lifestyle, which includes nutrition and physical activity, affects their weight.
Many aspects of your life are connected to your weight and lifestyle. Your choiceof food is only a part of them. Your age, gender, inherited characteristics, sleeping
habits, physical activity, and many others are also to be considered. Remember thatthese aspects are attributed to your well-being, susceptibility to diseases, amongothers. That is why you should be aware of the practices that affect your lifestyle,especially when it comes to your weight and nutrition.
Introduce the next activity by asking them what type of food they love toeat? Is it meat, snacks, sweets, fruits, or vegetables? Is it sweet, salty, or sour?
Activity 4: WEIGHT, THERE’S MORE!
In this activity, personal considerations of nutrition practices will be known.
I. Objective:
Discuss weight management, and healthy and unhealthy eating practices
II. Materials/Equipment:
• copy of checklist• pen
III. Procedure:1. Distribute the Healthy or Unhealthy checklist.
2. Ask the learners to do the following:a. Put a check mark (P) on the practices that show healthy weight
management and eating practices and a cross mark (O) on the unhealthyones.
b. Explain your answer briey. Do this in your activity notebook.
3. Concentrate the discussion on the following:• What practices did you consider healthy or unhealthy?• Why were these practices considered healthy or unhealthy?
4. Ask learners to discuss their answers with their seatmate.
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Healthy or Unhealthy
Practices Healthy Unhealthy Reason/s
1. Eating fruits daily
2. Eating in moderation
3. Skipping meals on a regular
basis
4. Consuming sweets
uncontrollably
5. Substituting water for rice
6. Eating meat products
moderately
7. Choosing to eat home-cooked
meals rather than buying fast
food items
8. Leaving out vegetables when
eating sinigang
9. Minimizing intake of deep
fried food
10. Drinking beverages like soft
drinks as the rst option
Discuss the repercussions of their eating practices and weightmanagement. Ask them how they feel about their answers. Which practicesshould they retain and which should they modify?
Your lifestyle includes the nutrition practices you observe. Which among the
practices are considered healthy and which are unhealthy? Which of these do youobserve? Now is a good time to reconsider the nutrition practices you observe to havea healthier lifestyle.
Introduce the next activity by showing them pictures from or video clipsof The Amazing Race.
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Activity 5: SWEATING OFF THE RISKS
In this activity, ways on how risk factors can be addressed through activerecreational activities will be discussed.
I. Objectives:
Discuss the different risk factors of lifestyle diseasesExplain the importance of participating in active recreational activitiesIdentify active recreational activities that can address risk factors of lifestylediseases
II. Materials/Equipment:• copy of worksheet• pen• task materials placed per station• letter cut-outs as word puzzles (body fat, stress, unhealthy diet, smoking,
drinking)•
activity notebook
III. Procedure:
1. Group learners with ve to eight members each.
2. Give these instructions to the learners:
a. There will be ve stations that corresponds to a specic scenario. Each
station has a word puzzle that gives the risk factor of the scenario.
b. Each group must race to solve the puzzle to get the risk factor. After
identifying the risk factor, they need to list down in their activity notebook
the recreational activiites that can lessen/address the risk factor given.
Risk Factors ScenariosRecreational
Activity
1. Ana is constantly in a hurry
trying to meet deadlines.
2. Kathleen eats a lot of fastfood
items like burgers and fries.
3. Paul’s belly and arms are
already abby.
4. Bryan started getting hooked on
cigarettes when he was just 14.
5. Dennis and his friends drink beer
every other night.
3. Ask them to contemplate on the following:
• Which scenarios can you relate with the most? Are you aware of the
risk factors in these scenarios?
• How can recreational activities address risk factors?
4. Ask learners to make a summary report and share with the class.
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5. Let their group representative present their summary in class in 3 minutes.
(Time may vary.)
Explain the risk factors. Emphasize that individuals respond differently
to stress and stressful situations; however, it is advantageous if stress is
minimal. An unhealthy diet refers to unhealthy food/nutrition choices. Diet
here is used interchangeably with nutrition. Intake of fatty foods should be
minimized to lower risks of certain diseases. However, body fat in certain areas
such as the abdomen, arms, and legs may need to be reduced through proper
diet and physical activity. Smoking and drinking are lifestyle choices that, if
often indulged in, especially in excess, could lead to health conditions and/or
diseases like lung cancer and kidney failure.
Discuss the learners’ vulnerability to these risk factors because of their
lifestyle choices. Which among the risk factors are they most vulnerable? Which
risk factors do they need to focus more on?
Risk factors to our health include the things that we do in our everyday livesand the physiological characteristics that we inherit from our parents. They should
be taken seriously. Being aware of these risk factors as well as doing something to
prevent and counteract their effecits are important. Engaging in active recreational
activities is highly promoted as one means of promoting a healthy lifestyle.
This part of the module will bring out their creativity in presenting lecture-
discussions. Find this part of the module as a guide in your discussion; you can
have more supplementary readings if you nd it necessary.
Introduce the concept of active recreation and the benets they can get from
participating in such activities. Mention that recreational activities includesports, games, music, arts, hobbies and collecting activities, and outdoor or
nature activities. Emphasize that their recreational activities work together with
their food practices to help manage their weight.
Activity 6: LECTURE-DISCUSSION
This is an opportunity to discuss and clarify the meaning and importance oflifestyle and weight management and how active recreation contributes to lifestyle andweight management.
I. Objective: Discuss how participation in active recreation contributes to the achievement
of a healthy life
II. Materials/Equipment:• reading materials on lifestyle and weight management and active recreational
activities as previous meeting’s reading assignment• slideshow presentation
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III. Procedure:
1. From the reading assignment, ask the learners to make a summary of the
essentials on lifestyle and weight management and active recreational
activities.
2. Distribute the worksheet. Ask learners to do this in their activity notebook.
Weight (kg) ___________ BMI
_____
Physical activities to improve or maintain BMI
Height (m2) ___________
DAILY FOOD LOG
Breakfast Sun Mon Tue Wed Thu Fri Sat
AM Snack
Lunch
PM Snack
Dinner
MONTHLY PHYSICAL ACTIVITY LOG
June Sun Mon Tue Wed Thu Fri Sat
Week 1
Week 2
Week 3
Week 4
After the activity, emphasize the relevance of all their lifestyle choices.Focus on how these choices affect their overall wellness. Make them realizethat as early as teenage years, they should be conscious about their lifestyle,keeping in mind their physical activity and food practices.
It is very important to be mindful of your food intake and physical activitiesbecause these greatly affect your overall health. Your food intake and physicalactivities affect your weight, which consequently affects your BMI. It is important thatyour weight is within what is recommended for your height. Conscious healthy foodchoices and participation in regular moderate to vigorous physical activities, along withenough rest would denitely help you to improve or maintain your BMI.
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READINGS
LIFESTYLE AND MANAGING IT
Introduction
The way in which an individual lives is called lifestyle. This includes the
typical patterns of an individual’s behavior like everyday routine at home, in school,
or at work; eating, sleeping, and exercise habits, and many others. These patterns
of behavior are related to elevated or reduced health risk.
Teenagers like you may have practices or habits at home or in school that
either elevate or reduce health risks. Do you spend a lot of your time at home just
sitting down and doing nothing? Do you move a lot by helping out at home, cleaning
your house for example? Do you love eating fruits and vegetables? Or do you prefer
junk food or fast food? Teenagers like you should be more aware on how your
nutritional practices can affect your health.
Managing your lifestyle entails making modications in your routine especially
in those aspects that elevate health risks. Food choice, physical activity, and eating
habits are some of the aspects of your lifestyle that can be modied to improve
it. These modications should be done gradually, like reducing the intake of fatty
food, getting up to reach for something instead of asking someone to get it for you,
or walking faster and more often. The idea is that for health risks to be reduced,
changes in your lifestyle should be made.
Risk factors are variables in your lifestyle that may lead to certain diseases.
Many aspects of your lifestyle can be considered risk factors. Aside from genetics orheredity, age and physical make-up are some of the factors that cannot be changed;
however, your lifestyle can go around these factors to gain the more benets. For
instance, you cannot stop the aging process, but you can delay the signs of aging
from showing by being more active and avoiding vices.
The other variables in your lifestyle, however, can be modied to achieve
a healthier life. Such variables include nutrition, body weight, physical activity, and
health habits. What should be kept in mind is that these variables bring with them risk
factors that are serious concerns. Some of the risk factors associated with lifestyle
variables include hypertension / high blood pressure, overweight and obesity, excess
body fat, high levels of stress, lack of excercise and sedentary lifestyle, smoking,
unhealthy dietary practices, and alcohol consumption. An unhealthy lifestyle brings
with it certain diseases that can shorten your lifespan. These diseases, known as
non-communicable diseases (NCDs), are not transmitted from person to person,
yet kill more than 36 million people each year. Also called chronic diseases, they
are of long duration, and are generally of slow progression. The four main types of
NCDs are cardiovascular diseases (like heart attack and stroke), cancer, chronic
respiratory diseases (such as chronic obstructed pulmonary disease and asthma),
and diabetes.
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All age groups are affected by NCDs. NCDs are often associated with older
age groups. Evidence shows that more than nine million of all deaths attributed
to NCDs occur before the age of 60. Children, and adults are all vulnerable to the
risk factors that lead to non-communicable diseases, whether from unhealthy diet,
physical inactivity, exposure to tobacco smoke, or the harmful effects of alcohol
(www.who.int/mediacentre/factsheets/fs355/en/ ).
Figure 1. Lifestyle Management Connuum
It is important that these risks factors are addressed even at your teenage
years. You could start by being more active, adding physical activity sessions to your
daily routine, or by being a healthy eater, opting for more nutritious food.
Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs inPhysical Fitness and Wellness (5 th ed.). Boston: McGraw-Hill.
WEIGHT AND MANAGING IT
Introduction
You might nd other individuals lucky because they eat a lot but do not gain
weight as much as you do. You might also think it is unfair that though you limit
your food intake, you do not lose as much weight as you want to. This is because
your weight is a result of metabolic responses of your body to your food intake,
energy expenditure, and physiologic processes. A simple elimination of food oraddition of physical activity does not encompass the entirety of weight management.
Understanding how your body works is a vital key as well as a combination of healthy
food practices and a more active lifestyle.
The concepts of weight gain and weight loss are important in weight
management. How to gain and lose weight are probably some of the more common
issues when it comes to health. Along with this concept is weight maintenance.
To understand it in simple terms, energy expenditure is the amount of energy you
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spend. through physical activity, while energy consumption is the amount of energy
you take in, through food. They both play key roles in weight management. A simple
formula is shown.
Weight Gain = energy consumed is greater than energy expended
= more food intake but less physical exertionWeight Loss = energy consumed is less than energy expended
= more physical exertion but less food intake
Weight Maintenance = energy consumed equals energy expended
= physical exertion is the same with food intake
Modifying your eating habits can aid you in managing your weight. Opting for
more nutritious food can help lessen health risks and improve your physique. Some
of the common tips in weight management are including fruits and vegetables in
your meals, reducing intake of sweets, preparing your meals in a healthier way, and
decreasing portion sizes.
Aside from taking note of your eating habits, you should also take note of
your actual weight as an indicator of health risk. This has to do with getting your
Body Mass Index (BMI). It is a rough measure of body composition that is useful
for classifying the health risks of body weight. It is also based on the concept that a
person’s weight should be proportional to height.BMI is calculated by dividing your
body weight (expressed in kilograms) by the square of your height (expressed in
meters).
Example:
weight: 130 pounds (convert into kilos) x 1kg / 2.2 pounds = 59 kg
height: 5 feet 3 inches (convert to meters) x .0254 meters / inch = 1.6 m
BMI = wt in kg = 59 kg = 23 kg/m2 ht in m2 (1.6 m) 2
Classication BMI
Underweight
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If BMI and other assessment tests indicate that fat loss would be benecial
for your health, your rst step is to establish a goal. Make sure your goal is realistic
and will ensure good health. Genetics somehow limits your capacity to change
your body composition; however, you can improve your body composition through
regular exercise and healthy diet. A lifestyle that includes regular exercise may be
more important for health than trying to reach any “ideal” weight. Once you haveestablished a body composition goal, you can then set a target range for body weight.
Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and
Labs in Physical Fitness and Wellness (5 th ed.). Boston: McGraw-Hill.
ACTIVE REACTIONAL ACTIVITIES
Introduction
Recreational activities are those activities held during one’s leisure time.
Their purpose is to refresh oneself by doing activities that are considered by an
individual as enjoyable.
These activities may require large body movements such as running,
throwing, and jumping, or small movements such as playing board games, doing
arts and crafts, and many others. When a recreational activity is athletics or sports,
this may require more physical exertion and competition. However, athletics and
sports may also be participated in more for the enjoyment they bring rather than
competitive play.
Active recreational activities are highly recommended for health promotion.
These activities require more amounts of energy to be expended than the usual
energy expenditure. This means that you do activities that make you exert more
effort than what you usually do.
Physical Activity Index
Score Activity
Intensity
5
4
3
2
1
Sustained heavy breathing and perspiration
Sustained heavy breathing and perspiration
Moderately heavy, as in cycling and other recrational
sports
Moderate, as in volleyball, softball
Light, as in shing
Duration
43
2
1
Over 30 minutes20 to 30 minutes
10 to 20 minutes
Less than 10 minutes
Frequency
5
4
3
2
1
6 to 7 times per week
3 to 5 times per week
1 to 2 times per week
A few times per month
Less than once a month
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Computation: Intensity X Duration X Frequency = Score Total
Your Score: ______ x _______ x _________ = _________
Evaluation of Activity Score
Score Evaluation Activity Category
81 to 10060 to 80
40 to 59
20 to 39
Under 20
Very active lifestyle Active and healthy
Acceptable but could be better
Not good enough
Sedentary
HighVery good
Fair
Poor
Moderate amounts of physical activity are recommended daily. The total
activity can be accumulated in multiple short bouts – for example, two 10-minute
brisk walk sessions and a 15-minute bike ride. This can also be done in continuous
sessions.
Choose recreational activities that you nd enjoyable and ts into your daily
routine. Your participation in these activities could easily be sustained since you
personally enjoy doing them and you even do it in your own time. Hence, strict
adherence to a regular physical activity is very viable.
Regular physical activity, regardless of how hard it is, makes you healthier
and can help protect you from many chronic diseases. However, exercising at low
levels of exertion does little to improve physical tness. It is recommended that you
exert more than your usual effort. For example, if you are used to walking for 15
minutes from home to work, you could walk faster or for a longer duration.
Some of the more common active recreational activities are sports like
badminton, tennis, table tennis, basketball, volleyball, baseball, and football. Theseactivities require specic skills to be able to play them. For sports involvement to be
enjoyable, either recreational or competitive play may be pursued. It all depends on
you and your enjoyment.
Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs
in Physical Fitness and Wellness (5 th ed.). Boston: McGraw-Hill.
Activity 7: YOUR TURN (Assessment of Knowledge)
In this activity, knowledge will be assessed through noting the important things
about the lecture-discussion. Ask learners to copy this in their notebook.
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Examples
of active
recreational
activity
Important formula
for weight
management
Your BMI and recommended weight
management formula
Weight maintenance
Weight loss
Weight gain
After the assessment, emphasize to the learners the importance of their
participation in active recreation. Focus on how their participation affects their
weight. Make them realize that in order to manage their weight, participation in
active recreation is necessary.
Your knowledge of lifestyle and weight management would be benecial to you
even as you get older. In general, lifestyle should be your focus. Knowing your weight
and how to manage it, coupled with participation in active recreational activities wouldmake you a healthier individual. However, take note that making signicant cuts in
food intake in order to lose weight and body fat could be a difcult strategy to maintain;
focusing on increased physical activity is a better approach for many people.
Part II What to PROCESS?
Learners will be given activities on physical
activity and eating habits for them to understand the
importance to their tness and well-being. As learners
go on with the activities, they will learn that participation
in active recreational activities is not just fun and exciting
but also an opportunity to improve their tness and
enhance their social skills. So, they have to prepare
themselves and get started!
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Activity 1: ME AND MY DAY
This activity will assess learner’s physical activity engagement using a survey.
I. Objective:
Discuss daily activities that contribute to one’s health
II. Materials/Equipment:
• copy of survey form
• chairs
III. Procedure:
1. Ask learners to form groups of eight to ten members, arranged in a circle
formation.
2. Distribute the survey form. Tell them to put a check mark (P) on the activities
they do and the estimated number of hours they do these activities.
Sentence Completion
When I am not in school, I...
___ watch TV for about ____ hours
___ use the computer/tablet/cell phone for about ____ hours
___ play sports such as _____ for about ____ minutes or ____ hours
___ jog or walk or dance for about ____ minutes or ____hours
___ sleep about ____hours even after my regular wake up time
___ usually go out to the mall or a friend’s house and spend about ____
hours there ___ do household chores for about ____ minutes or ____ hours
___ do something else like ______________________ for about ____
minutes or ____ hours
3. Tell learners to discuss the following questions with their group:
• What activities were commonly marked?
• How many minutes or hours were usually spent on these activities?
• Which among the activities do most of the group spend time on?
• What can you say about the activities commonly marked and the time
spent doing them? Classify the activities into active or passive.
• Which of these activities do you enjoy the most? Why?4. Call some of them to share their answers on the following questions with the
class.
• How do you feel about the activity? What did you realize?
• What do you think about the daily activities of your classmates? Did you
have activities that were similar to your classmates?
• Should you stick to your daily routines or should changes be made?
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Discuss the importance of the time they spend doing their daily routines.
The amount of time they spend on passive and active routines could spell the
difference between being sedentary and being physically active. What routines
could they cut short? What routines could they spend more time on?
Activity 2: FILLING IN MY SCHEDULE
This activity will provide opportunity to get involved in active recreational
activities. This will determine possible time in a day where the learners could be more
active.
I. Objective:
Discuss possibilities of becoming more active based on your schedule
II. Materials/Equipment:
• manila paper• masking tape
• pen
• activity notebook
III. Procedure:
1. Ask learners to work in pairs.
2. Using the Weekly Activity Log, write how much time is spent doing these
activities. Ask them to do this in their activity notebook.
Weekly Activity Log
Activities Sun Mon Tue Wed Thu Fri Sat
Studying
Doing household
choresOther activities
Free time
3. Tell them to concentrate on the following:
• How long do you spend on activities that make you move a lot, make
you stay still, or not move a lot?
• When are the best times and days for you to be more active?
• What activities can you do on these times?
4. Call some learners to share their answers on the following questions with
the class.
• How do you feel about the activity? Were there any realizations?
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• Are you busy most of the week or do you have more free time?
• Are you busy doing active or passive activities?
• What can you do about your schedule to have a healthier lifestyle?
Introduce the next activity by explaining that time spent on doing physical
activities provide the body with several benets. Give a situation wherein their
heart rate increases rapidly and explain the physical and physiologic responses
of the body.
Activity 3: CHECK IT OUT!
In this activity, learners will know their tness levels in terms of cardiovascular
endurance, agility, and coordination.
I. Objective:
Determine cardiovascular endurance, agility, and coordination levels of learners
II. Materials/Equipment:
• copy of physical tness assessment tool
• bench/stairs
• metronome/timer
• tape measure
• cones/markers
• chalk
• stopwatch• tennis balls
• masking tape
III. Procedure:
1. Pair up the learners.
2. Distribute Physical Fitness Record. Ask learners to attach this on their
activity notebook.
3. Discuss each of the physical tness test protocols and how to ll out the
tness record.
4. Give these instructions to the learners:
a. Perform the tests alternately and record each other’s scores.b. Monitor physical tness during the entire school year. Follow the
physical tness test protocols.
c. Record scores in the Physical Fitness Record.
5. Tell them to take note of their tness level and assessment compared to
their partner
Ask: What can you do to maintain and/or improve your tness level scores?
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Physical Fitness Record
Name
Grade & Sec
HEALTH-RELATED
COMPONENTS
Pre-test
(1st Qtr)
2nd Qtr
Monitoring
3rd Qtr
Monitoring
Post-test
(4th Qtr)
Cardiovascular
Endurance
____ x 4 =
____ bpm
____ x 4 =
____ bpm
____ x 4 =
____ bpm
____ x 4 =
____ bpm
Muscular
Endurance
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Muscular StrengthTrial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
FlexibilityTrial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Body Composition
Wt (kg) ___ Wt (kg) ___ Wt (kg) ___ Wt (kg) ___
Ht (m2) ___ Ht (m2) ___ Ht (m2) ___ Ht (m2) ___
BMI _____ BMI _____ BMI _____ BMI _____
SKILL-RELATED
COMPONENTS
Pre-test
(1st Qtr)
2nd Qtr
Monitoring
3rd Qtr
Monitoring
Post-test
(4th Qtr)
AgilityTrial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
BalanceTrial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
CoordinationTrial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Power Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Reaction TimeTrial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Speed
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Points of improvement:
Overall physical tness assessment:
Student’s Name & Signature: Teacher’s Name & Signature:
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Teach the learners how to get their pulse and measure the pulse rate. With their index
and middle ngers together (dominant hand), feel the beating of their pulse either
on their wrist area, beneath the thumb, hand facing upward (radial artery of the non-
dominant hand), or on their neck (carotid artery on the right side, below the jaw bone)
and count the number of beats in 15 seconds. Tell the learners to do the counting
silently, and record the beats counted and multiply them by 4. Tell the learners to
record the number in their notebook as “_____ beats/minute.”
Discuss with them that the ability to perform well in the physical tness tests is an
indicator of their physical tness level. Scores in the different tests show the components
they should work on and also the ones they have already addressed satisfactorily.
From Quarter 1 to Quarter 4, their participation in active recreational activities could
help improve their scores in the different tests. They need to monitor their physical
tness levels to become healthier individuals.
Take note that only the physical tness tests for cardiovascular endurance, coordination,
and agility are presented due to space constraints. You may use your preferred physical
tness tests for other health-related and skill-related components.
TEST PROTOCOLS
Cardiovascular Endurance: 3-Minute Step Test Protocol
I. Materials/Equipment:
• 12-inch high bench for stepping
• clock with sweep second hand or
stopwatch for timing test and counting
heart rate• metronome to help maintain cadence in
proper stepping rate
II. Procedure:
1. Step up the bench using your right foot rst,
then your left.
2. Step down the bench starting with the right
foot, then the left.
3. Step up and down at 24 cycles (up-up-down-
down) a minute for 3 minutes. (metronome setting
at 96)
4. Immediately after 3 minutes, sit down.
5. After 5 seconds, ake your heart/pulse rate for 60 seconds. This will be
your score.
6. Check your score against the table below. Your score will be the 60
second pulse rate following three minutes of stepping.
Figure 2.
3-Minute Step Test
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Males (in bpm) Females (in bpm)
Excellent
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Agility: Illinois Agility Run Test Protocol
I. Materials/Equipment:
• 8 trafc or road cones
• stopwatch
II. Procedure:
1. Arrange the cones as specied by the in the gure.
2. Lie face down or prone (head towards the starting point).
3. At the signal, get up quickly as possible and run around the course in the
direction indicated without knocking the cones over.
4. Upon reaching the nish line, stop the timer and record the time.
5. Check your speed in seconds against the table below.
Speed (in seconds)
Males FemalesExcellent 23
http://www.mpsa.ca/wp-content/themes/mpsa/userles/le/ILLINOIS%20AGILITY%20TEST.pdf
Figure 4. Illinois Agility Run Test
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READINGS: PHYSICAL ACTIVITY AND PHYSICAL FITNESS
It helps you avoid diseases, remain strong and t, and maintain your
physical and mental health. One of the most important practices is being physically
active.
People of all ages benet from regular physical activity. Signicant health
benets can be obtained by engaging in moderate amounts of physical activity on
most, if not all days of the week. Through a modest increase in daily activity, most
individuals can improve their health and quality of life. Additional health benets can
be gained through greater amounts of physical activity. Individuals who can maintain
a regular regimen of a more vigorous or a longer-duration activity are likely to obtain
even greater benets.
Lifestyle physical
activity
Moderate exercise
program
Vigorous exercise
program
Description Moderate physicalactivity -- an amount
of activity that uses
about 150 calories
per day
Cardiorespiratoryendurance exercise (20-
60 minutes, 3-5 days a
week); strength training
and stretching exercises
(2-3 days per week)
Cardiorespiratoryendurance exercise
(20-60 minutes, 3-5
days a week); interval
training, strength training
(3-4 days a week), and
stretching exercises (3-5
days a week)
Sample
activities or
program
• Walking to and from
work, 15 minutes
each way
• Cycling to and from
class, 10 minuteseach way
• Raking leaves for
30 minutes
• Dancing (fast) for
30 minutes
• Playing basketball
for 20 minutes
• Jogging for 30 minutes,
3 days per week.
• weight training, 1 set of
8 exercises, 2 days per
week• stretching exercises, 3
days per week
• Running for 45 minutes,
3 days a week
• Intervals: running
400m at high effort,
4 sets, 2 days a week• Weight training: 3 sets
of 10 exercises, 3 days
a week
• stretching exercises, 5
days a week
Health and
tness
benets
Better blood
cholesterol levels,
reduced body fat,
better control of
blood pressure,
improved metabolic
health, and enhanced
glucose metabolism;
improved quality
of life; reduced risk
of some chronic
diseases
All the benets of
lifestyle physical activity,
plus improved physical
tness (increased
cardiorespiratory
endurance, muscular
strength, and endurance,
and exibility) and even
greater improvements in
health and quality of life
and reductions in chronic
disease risk.
All the benets of
a lifestyle physical
activity and a moderate
exercise porgram with
greater increase in
tness and somewhat
greater reduction in
chronic disease risk.
Participating in a
vigorous exercsie may
increase risk of injury
and overtraining.
Physical Activity Intensity Chart
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Participation in regular moderate physical activity can lead to improved
physical tness. It is a condition whereby the systems of the body are able to function
at their optimal efciency, associated with an individual’s ability to work effectively, to
enjoy leisure time, to be healthy, to resist disease, and to meet emergency situations.
Regular moderate physical activity means engaging in relatively vigorousbodily movement for 30 minutes to 1 hour that can elevate your heart rate. “Regular”
here refers to being active in most, if not all days of the week. About 3 to 4 times per
week or more are the recommended times of exercise for an individual. You may opt
to have rest days or easy days in between to allow your body to recover from the
physical exertion.
Sun Mon Tue Wed Thurs Fri Sat
ActivityRest
day
45
minutes
brisk
walking
45
minutes
brisk
walking
Rest day
45
minutes
brisk
walking
45
minutes
brisk
walking
45
minutes
brisk
walking
To know if the amount of effort exerted during physical activity will be
benecial to you, the FITT formula should be kept in mind. FITT stands for:
Frequency (how often) – number of training sessions that are performed
during a given period (usually one week)
Intensity (how hard) – an individual’s level of effort, compared with their
maximal effort, which is usually expressed as a
percentage
Time (how long) – duration of a workout (including warm-up and
cool-down) or the length of time spent in training
Type – mode of physical activity
For example, you are used to leisurely walking for 20 minutes from your
home to school and back from Monday to Friday. Applying the FITT formula would
entail the following adjustments in your physical activity for it to become more than
your usual practice, such as increasing the intensity of your pace to moderate or
vigorous and decreasing the amount of time to do it.
Your usual More than your usual
Frequency
5x/wk (Monday-Friday)
2x/day (home-school;
school-home)
5x/wk (Monday-Friday)
2x/day (home-school; school-home)
Intensity easy (leisurely pace)Moderate to vigorous
(moderate to fast pace)
Time 20 minutes 13 minutes
Type walking brisk walking
Changing from your “usual” to “more than your usual” does not necessarily
mean changing everything in the FITT formula. Frequency can be retained but
intensity is elevated; or both can be slightly adjusted but time is increased; or type is
changed to a more challenging one. Remember, changing your FITT formula should
be done gradually to give your body time to adjust to the demands you place on it.
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When your body is challenged to do more than what it is used to, changes in
your body start to occur. If the physical activity is too easy for your body, changes,
if any, would be minimal. Hence, your body should be challenged and more effort
should be exerted.
One way to gauge this is through the Rate of Perceived Exertion or RPE. Itis an assessment of the intensity of exercise based on how the participant feels. It is
basically a subjective assessment of effort which ranges from 6 (very, very light) to
20 (very, very hard) with 1 point increment in between. The target zone for aerobic
activity is from 12 to 16.
Rate of Perceived Exertion (RPE)
RatingDescription Rating Description
6
7 Very, very light
14
15 Hard8
9 Very light
16
17 Very hard10
11 Fairly light
18
19 Very, very hard12
13 Somewhat hard20
Remember, if you nd the activity as “very, very light” (7) to about “fairly light”
(11), you need to increase the intensity of your physical activity to reach “somewhat
hard” (13), depending on your goal. You can also increase frequency and time or
change the type. However, if you nd the activity as “very hard” (17) to “very, very
hard” (19), you might want to check your FITT formula. Remember, health promotion
does not mean exhaustion or risking yourself of getting injuries.
Physical tness tests are also good gauges of your tness level. Health-related
and skill-related components are tested to determine points of improvement of an
individual. Health-related components are those that contribute to the development
of health and functional capacity of the body. These include cardiovascular strength,
cardiovascular endurance, muscular strength, muscular endurance, exibility,
and body composition. Skill-related components on the other hand are those
components that contribute to the development of skills. These include agility,
balance, coordination, power, reaction time, and speed.
Here are just some of the components of physical tness.• Cardiovascular endurance - the ability of an individual to perform
prolonged work continously, where the work involves large muscle groups
(Fahey, Insel, and Ruth 2007)
• Agility - ability to start (or accelerate), stop (or decelerate and stabilize),
and change direction quickly, while maintaining posture
• Coordination - ability to perform complex motor skills with a smooth, ow
of motion
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Good physical tness is important because it contributes directly to the physical
component of good health and wellness, and indirectly to the other components.
Good tness has been shown to be associated with reduced risk for chronic disease,
such as heart disease, and has been shown to reduce the consequences of many
debilitating conditions.
Factors affecting physical tness include age, gender, heredity, nutrition,
activity and disability, among others. These factors affect physical tness in varying
degrees since they are relative to the individual. For instance, if you eat ample
amounts of food regularly, your tness level will likely be higher than somebody
who does not get enough nutrients on a regular basis. The same can be said with
somebody who is very active compared with somebody who is very sickly.
Participating in regular physical activities should be enjoyable to be able
to make you continue doing it. Reasons for participating and dropping out from
the activity depend on the individual; that is why it is important to know what your
reasons for participating are so that dropping out can be avoided. Some reasons forparticipating include: the thrill and excitement of competition; desire to succeed or
win and/or be good at something; a sense of personal accomplishment; enjoyment in
playing and mastering new skills; socialization or being with others; challenge limits;
release of stress and frustration; improvement of self-image, self-condence, and
appearance; improvement of health, wellness, and tness levels; and prevention of
disease.
Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in Physical
Fitness and Wellness (5 th ed.). Boston: McGraw-Hill.
Activity 4: WARM YOU UP
This activity will prepare the body for physical activity proper.
I. Objective:
Prepare learners for physical activity proper using general or sports-specic
warm up
II. Procedure:
1. Pair learners and ask them to form a line.
2. Ask them to do light jogging around the venue to gradually elevate your heartrate. You could also demonstrate sports-specic movements as warm up.
3. As the leader, do the stretching of legs, arms, back, etc for several minutes
with the learners.
Emphasize the need to warm up before exerting effort in doing the actual
movements necessary in a sport. The time spent on properly warming up will
lessen the risks of injuries.
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Time allotted to properly warming up the body can spell the difference between
performing well and getting yourself injured. Spend about ve to ten minutes of warm
up routine either general like jogging or running or sports-specic, that is, using the
movements in the actual physical activity.
After this, recall their prior knowledge on the nature and background of
different active recreational activities. Review also the rules of the games and
the mechanics of doing the skills. Ask about their experiences when they played
the game.
The focus of the discussion is on the tness benets of these recreational
activities and how these activities affect one’s health in terms of managing weight.
Safety precautions are also highlighted to promote continuous participation
even outside PE class and on their own leisure.
Activity 5: LET’S GET STARTED!
In this activity, learners will participate in sports activities to gauge their priorskills in active recreational activities.
I. Objective:
Determine skills needed in a specic sport for participation in active
recreation
Encourage engagement in active recreational activities (sports)
Identify risks of injuries when participating in active recreational activities
II. Materials/Equipment:
• copy of teacher-made assessment tool
• nets/posts/hoops• courts
• balls/shuttlecocks
• rackets/bats/paddles
• gloves
• caps
• tables
• pen
III. Procedure:
1. Pair the learners.
2. Distribute the Sports Participation Log.3. Explain the necessary details for a specic sport, like skills needed.
4. Discuss drills for sports to determine learner’s skill level in a specic sport.
Highlight sports-related injuries and injury prevention and management.
5. Give these instructions to the learners:
a. Participate in sports during PE. Log them in your Sports Participation
Log.
b. Continue engaging in sports activities outside PE time. Log them.
c. Do this for the entire school year.
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Sports Participation LogJune Sun Mon Tue Wed Thu Fri Sat
Week 1
Week 2
Week 3
Week 4
6. Ask some learners to share their answers on the following questions with
the class.
• How do you feel about the activity? What are your realizations?
• What skills do you already have? What skills do you need to improve
on?
• How can these sports skills help you in attaining a healthier lifestyle?
• Does participation in these sports need to be highly competitive for you
to have a healthier lifestyle?
READINGS AND SPORTS ACTIVITIES
Benets of Active Participation in Sports and Recreational Activities
Individuals benet a lot from actively participating in sports and
recreational activities. These include health, physical, mental, emotional,
and social benets.
Health Benets
• road map to good health and longevity
• improved quality of life
• lower blood pressure, reduced arthritis pain, weight loss and lowered risk
of diabetes, certain cancers, osteoporosis and cardiovascular disease
Physical Benets
• improvement of skills specic to a particular activity
• relaxation, rest, and revitalization
Mental and Emotional Benets
• release of stress from demands of everyday living
• greater personal condence and self-esteem
• sense of achievement
• reducing risks of depression, anxiety, psychological distress, and emotionaldisturbance
• more restraint in avoiding risky behavior
Social Benets
• bonding with family and friends
• opportunity to make new friends and acquaintances
• strengthen social networks and community identity
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Badminton
Skills – service, lob, clear, drive, drop, smash, footwork
Figure 5. Badminton Footwork
Sample program for playing badminton with moderate to vigorous intensity
Moderate Vigorous
Frequency 3-4x/week 4x or more/week
Intensity RPE of about 11-13 RPE of about 13-16
Time 30 minutes and up 45 minutes and up
Type
series of light hitting drills
with partner followed by
light competition/game
series of footwork and
hitting drills with partner
followed by slightly heavy
competition/game
Injury Prevention and Risk Management
Badminton injuries are either acute, traumatic injuries such as ankle
sprains, or are overuse injuries such as impingement syndromes. Both types
of injury can be prevented by using the right equipment, warming up, cooling
down and ensuring you are strong and t enough to compete.
(http://www.stopsportsinjuries.org/)
Activity: Shuttle ‘Minton
For this volleyball-like lead-up game, you will need a racket for each
player and one birdie. Form two teams, with 6-9 players each. The objective of
the game is hit the birdie over the net to the other team’s boundaries. A team isallowed to hit the birdie up to three times while on its side before it goes over
the net. Note that the same player may not hit the birdie twice in a row. The
serving team will score when the other team cannot return the birdie legally
and within the serving team’s boundaries. However, if the serving team fails to
return the birdie to the other team, that specic play is over and the other team
is up to serve. Set a limit of points at the beginning of the game. The rst team
to reach this number of points is the winner.
( http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/ )
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Table Tennis
Skills – forehand and backhand grips, push, block, serve, receive
Sample program for playing table tennis with moderate to vigorous intensity
Moderate Vigorous
Frequency 4-5x/week 5x or more/week
Intensity RPE of about 13 RPE of about 14-17
Time 45 minutes and up 1 hour and up
Type
series of light hitting drills
with partner followed by
light competition/game
series of hitting drills with
partner followed by slightly
heavy team competition/
game
Injury Prevention and Risk Management
The most common table tennis injury is very similar to standard tennisinjuries. Sprained ankles, tennis elbow and Achilles tendinitis are just three of the
more frequent table tennis injuries.
Table tennis is a non-contact sport but injuries are often acquired when
athletes suddenly change direction or twist their body quickly, leading to pulled
muscles and other injury problems. Players who do not warm up properly or stretch
their muscles before taking to the table also put themselves at a high risk of injury.
(www.sportsinjurybulletin.com/archive/table-tennis.php )
Activity: Table Tennis Ten Pin
Set up 10 targets fairly close together at the end of the table. Group 3
players for each team and assign them the following tasks: 1 hitter, 1 elder at the
back and 1 elder in front, who is in charge of returning the ball to the hitter. The
hitter feeds the ball and hits it over the net aiming it at the targets. Each target hit
scores one point. Take turns in keeping score. Each player has 10 balls to use to
score as many points as possible. Replace or re-set targets and change hitters
and elders.
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Tennis
Skills – forehand and backhand strokes, serve, smash, drive
Sample program for playing tennis with moderate to vigorous intensity
Moderate Vigorous
Frequency 4-5x/week 5x or more/week
Intensity RPE of about 13 RPE of about 14-17
Time 45 minutes and up 1 hour and up
Type
series of light hitting drills
with partner followed by
light competition/game
series of hitting and serving
drills with partner followed
by slightly heavy team
competition/game
Injury Prevention and Risk Management
Tennis injuries are generally dened as either cumulative (overuse) or acute
(traumatic) injuries. These injuries occur over time due to stress on the muscles,
joints, and soft tissues without proper time for healing. They begin as a small,
nagging ache or pain, and can g